Professores e educação ambiental: uma relação produtiva.

Abstract

This paper focuses on the relationship of teachers with Environmental Education (EA). From the analysis of a set of discourses that are used by eleven teachers of municipal schools in Pelotas, I show that the representations about the EA practices of these teachers have productive effects in the school space. I use a Foucaultian post-structuralist perspective to argue that the teachers' discourses and the conditions that schools provide to EA produce a specific type of EA. This type of EA is guided by the direction of a tourist curriculum, by pedagogical practices that reduce the environmental problem to specific procedures of beautification and cleaning of the environment, and by the desire to produce a self-reflective subject, self-governing and aware of environmental problems. I also argue that the representations that teachers produced about EA have been influenced by different discourses that appeal them.